Ellen Ansell

5516 W.W. Posvar Hall

University of Pittsburgh

Pittsburgh, PA 15260

(412) 648-7319

EDUCATION

Ph.D. Curriculum & Instruction University of Wisconsin, Madison, Wisconsin 1995
MS Curriculum & Instruction University of Wisconsin, Madison, Wisconsin 1990
BA Chemistry Swarthmore college, Swarthmore, Pennsylvania 1983

PROFESSIONAL EXPERIENCE

2001-present Associate Professor and Coordinator of the Mathematics Education Program, Department of Instruction & Learning, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania

1994-2001 Assistant Professor, Mathematics Education, Department of Instruction & Learning, School of Education. University of Pittsburgh, Pittsburgh, Pennsylvania

1993-1994 Instructor, Mathematics Education, Department of Instruction & Learning, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania

1988-1993 Graduate Researcher, Cognitively Guided Instruction Project, University of Wisconsin, Madison, Wisconsin

1985-1988 Secondary Teacher, 7-12: Mathematics, Chemistry, Physics, The Northwest School for the Arts, Humanities, and Environment, Seattle, Washington

1983-1985 Instructor, Developmental Mathematics Program, Seattle Central Community College, Seattle, Washington

GRANTS

Co-Principal Investigator. Supporting teachers to reform instruction for deaf education students (STRIDES) in mathematics education. [with Claudia Pagliaro, Michigan State University. Grant proposal submitted to the U.S. Department of Education Institute of Educational Sciences (Teacher quality (goal 2)). Amount requested: $1,383,268. 2009-2012. Not Funded.

Completed

Co-Principal Investigator. ESP: Enhancing secondary mathematics teacher preparation. [Peg Smith, Principle Investigator, University of Pittsburgh]. Funded by the National Science Foundation. Amount: $998,937. 2003-2007.

Co-Principal Investigator. Deaf and hard-of-hearing students’ mathematics problem-solving success and strategies with signed story problems. [with Claudia Pagliaro, University of Pittsburgh]. Funded by the U.S. Department of Education, Office of Special Education Projects. Amount: $539,998. 2000-2003, continued 2004.

Co-Principal Investigator. Primary-level deaf education teachers’ pedagogical content knowledge related to arithmetic story problems. [with Claudia Pagliaro, University of Pittsburgh]. Funded by the School Of Education, University of Pittsburgh. Amount: $1273.52. 2000.

Co-Principal Investigator. Characteristics of signed arithmetic word problems. [with Claudia Pagliaro, University of Pittsburgh]. Funded by University of Pittsburgh Provost Office Central Development Grant. Amount: $13, 897. 1997-1999.

Co-Principal Investigator. Characteristics of teacher-signed arithmetic word problems. Funded by School of Education, University of Pittsburgh. Amount: $972. 1997-1998.

PUBLICATIONS

Articles in Refereed Journals

Ansell, E. & Pagliaro, C. (2006). The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 11, 153-170.

Forman, E. & Ansell, E. (2002). Orchestrating the multiple voices and inscriptions of a mathematics classroom. The Journal of the Learning Sciences, 11(2&3), 251-274.

Pagliaro, C.M. & Ansell, E. (2002). Story problems in the deaf education classroom: Frequency and mode of presentation. Journal of Deaf Studies and Deaf Education 7(2), 107-119.

Forman, E., & Ansell, E. (2001). The multiple voices of a mathematics classroom community. Educational Studies in Mathematics, 46, 115-142.

Ansell, E., and Pagliaro, C. (2001). Effects of a signed translation on the types and difficulty of arithmetic story problems. Focus on Learning Problems in Mathematics, 23, 41-69.

Franke, M., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ self-sustaining, generative change in the context of professional development. Teaching and Teacher Education, 14, 67-80.

Carpenter, T., Ansell, E., Franke, M., Fennema, E., & Weisbeck, L. (1993). Models of problem solving: A study of kindergarten children's problem-solving processes. Journal for Research in Mathematics Education, 24(5), 428-441.

Book Chapters

Yamakawa, Y., Forman, E., & Ansell, E. (2009). The role of positioning in constructing an identity in a 3rd grade mathematics classroom. In K. Kumpulainen, C. Hmelo-Silver, & M. Cesar (Eds.). Investigating classroom interaction: Methodologies in action (179-202). Sense Publishers.

Forman, E.A. & Ansell, E. (2005). Thinking as communicating in mathematics: Lessons from a third grade classroom. In Nemirovsky, R., Roseberry, A.S., Solomon, J., & Warren, B. (Eds.), Everyday matters in science and mathematics: Studies of complex classroom events (177-209). Mahwah, NJ: Lawrence Earlbaum.

Carpenter, T., Ansell, E., & Levi, L. (2001). An alternative conception of teaching for understanding: Case studies of two first-grade mathematics classes. In T. Wood, B. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 27-46). Mahwah, NJ: Lawrence Erlbaum.

Ansell, E. & Doerr, H. (2000). NAEP findings regarding gender: Achievement, affect, and instructional experiences. In E.A. Silver & P.A. Kenney (Eds.) Results from the seventh mathematics assessment of the National Assessment of Education Progress (pp. 73-106). Reston, VA: The National Council of Teachers of Mathematics.

Articles and Abstracts in Refereed Proceedings

Pagliaro, C. & ansell, E. (2000). Signing story problems in the primary grades: What deaf education teachers do and think. Proceedings of the Annual Meeting of the Association of College Educators—Deaf and Hard of Hearing.

Ansell, E. & Pagliaro, C. (1998). Characteristics of signed arithmetic word problems [Abstract]. Proceedings of the Twentieth Annual Metting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (2), 491.

Project Reports and Guides

Lehrer, R., Fennema, E., Carpenter, T.P., Osana, H., Ansell, E. (1992). Cognitively Guided Instruction in Geometry (Project Report). Madison: University of Wisconsin, Wisconsin Center for Education Research.

Fennema, E., Carpenter, T.P., Ansell, E., Carey, D.A., Loef, M., & Lubinski, C.A. (1989). Cognitively guided Instruction: A program implementation guide. Madison, WI: Wisconsin Center for Education Research.

PRESENTATIONS (Research)

International

Ansell, E. & Forman, E. (2002, June). Engendering a mathematical identity in a third grade classroom. Paper presented at the Conference of the International Society for Cultural Research and Activity Theory (ISCRAT), Amsterdam, The Netherlands.

National

Yamakawa, Y. & Ansell, E. (2013, April). Discussion orchestrations’ effect on students’ social comparisons. Research Presession, Annual Meeting of the National Council of Teachers of Mathematics, Denver, CO.

Pagliaro, C.M. & Ansell, E. (2009, June). The influence of ASL on deaf children’s use of representation systems in problem solving: Implications for the classroom. Annual Convention of American Instructors of the Deaf, Washington, D.C..

Pagliaro, C.M., & Ansell, E. (2008, February). Aspects of American Sign Language used by deaf children to facilitate successful problem solving. 34th Annual Meeting of the Association of College Educators—Deaf and Hard of Hearing, Monterey, CA..

Pagliaro, C. & Ansell, E. (2007, April). Counting on the Hands: Mediated Strategies Used by Deaf Children for Solving Arithmetic Story Problems. Annual Meeting of the American Educational Research Association, Chicago, IL.

Forman, E., Ansell, E., & Yamakawa, Y. (2007, April). Deciding what counts as a “good math thinker” in a third grade classroom. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Pagliaro, C. & Ansell, E. (2005, October). Problem solving—solving problems. Keynote address at the Standards-Based Mathematics Conference. Columbus Ohio.

Ansell, E. & Pagliaro, C. (2004, July). Solving story problems in the primary grades. Poster presented at the Office of Special Education Programs project director’s conference, Washington, D.C..

Ansell, E. & Pagliaro, C. (2003, April). Deaf and hard of hearing students’ mathematics problem- solving success and strategies with signed arithmetic story problems. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Forman, E. & Ansell, E. (2003, April). Resolving a teaching dilemma in a third grade classroom community: Developing reflective mathematical discourse. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Pagliaro, C. & Ansell, E. (2003, February). Making strategies make sense: Problem solving in mathematics. Paper presented at the annual meeting of the Association of College Educators—Deaf and Hard of Hearing, San Antonio, TX.

Forman, E. & Ansell, E. (2002, April). The voices of the past, present, and future in one reform mathematics classroom. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Pagliaro, C. & Ansell, E. (2001, April). Arithmetic story problems in the primary deaf education classroom: Translation to a visual language. Round-table presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Forman, E. & Ansell, E. (2001, April). Engendering mathematical expertise in a third grade classroom. Paper presented at the annal meeting of the American Educational Research Association, Seattle, WA.

Forman, E. & Ansell, E. (2000, November). Case of Elaine Old’s third grade classroom. National Center for Improving Student Learning & Achievement Conference, Ashland, MA.

Pagliaro, C. & Ansell, E. (2000, April). Primary-level deaf education teachers’ pedagogical content knowledge related to arithmetic story problems. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Ansell, E., Forman, E., & Dobransky-Fasiska, D. (2000, April). Exploring alternative explanations for gender differences in primary-level strategy use. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Dobransky-Fasiska, D., Forman, E., & Ansell, E. (2000, April). Children’s cognitive beliefs and affective responses about mathematics in third grade. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Ansell, E. & Pagliaro, C. (2000, March). Story problems in the deaf education classroom: Teachers’ perceptions of story problem difficulty. Paper presented at the 27th annual meeting of the Research Council on Mathematics Learning, Las Vegas, NV.

Pagliaro, C. & Ansell, E. (2000, February). Signing story problems in the primary grades: What deaf education teachers do and think. Annual meeting of the Association of College Educators—Deaf and Hard of Hearing.

Ansell, E. & Pagliaro, C. (1999, February). Signing story problems in the deaf education classroom. Paper presented at the annual meeting of the Research Council for Mathematics Learning , College Station, TX.

Pagliaro, C. & Ansell, E. (1999, February). Signing story problems in primary mathematics instruction: Implications for teacher preparation. Paper presented at the annual meeting of Association of College Educators—Deaf and Hard of Hearing, Rochester, NY.

Ansell, E. & Pagliaro, C. (1998, October). Characteristics of signed arithmetic word problems. Poster presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Raleigh, NC.

Ansell, E. (1995, April). Using activity theory to examine the experiences of first graders in a reformed mathematics classroom. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Carpenter, T., Ansell, E., Levi, L., Franke, M., & Fennema, E. (1995, April). Connecting formal and informal knowledge: Building place value concepts on children's problem solving. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Carpenter, T., Levi, L.W., Fennema,, E., Ansell, E., & Franke, M.L. (1995, April). Discussing alternative strategies as a context for developing understanding in primary grade mathematics classrooms. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Franke, M.L., Fennema, E., Carpenter, T.P., & Ansell, E. (1992, April). The process of teacher change in cognitively guided instruction. Paper presented at the annual meeting of the American Educational research Association, Chicago, IL.

PRESENTATIONS (Practice)

Ansell, E. & Pagliaro, C. M. (2007, March). How Children Use Language Characteristics to Support Problem Solving. Annual Meeting and Exposition of the National Council of Teachers of Mathematics, Atlanta, GA.

Ansell, E. & Pagliaro, C. (2003, October). Problem solving in the deaf education classroom: Assessing and building on students’ thinking. Western regional meeting of the National Council of Teachers of Mathematics, deaf education strand. Salt Lake City, Utah.

Pagliaro, C. & Ansell, E. (2003, June). Navigating the path to problem solving success: Applying research to practice in deaf education. Summer Institute on Deaf Education. Columbus, OH.

Pagliaro, C. & Ansell, E. (2003, June). Understanding understanding: Using students’ problem-solving strategies to guide instruction. Summer Institute on Deaf Education. Columbus, OH.

Pagliaro, C. & Ansell, E. (2003, February/March/April/May). Solving story problems in the primary grades: Strategies and success. Indiana School for the Deaf, Indianapolis, IN (May); Rhode Island School for the Deaf, Providence, RI (May); American School for the Deaf, West Hartford, CT (May); Metro Deaf School, St. Paul, MN (April); Pennsylvania School for the Deaf, Philadelphia, PA (April); Western Pennsylvania School for the Deaf, Pittsburgh, PA (March); Texas School for the Deaf, Austin, TX (February).

Pagliaro, C. & Ansell, E. (2002, November). Children’s strategies for solving signed story problems. Eastern Regional Conference of the National Council of Teachers of Mathematics, Boston, MA.

Ansell, E. & Pagliaro, C. (2002, April). Constructing elementary mathematics through problem-based instruction. Workshop presented at the American School for the Deaf, Hartford, Connecticut.

Pagliaro, C. & Ansell, E. (2001, March). Linking thinking: Eliciting, assessing, and building on children’s thinking. In-service program, Western Pennsylvania School for the Deaf, Pittsburgh, PA.

Pagliaro, C. & Ansell, E. (2001, October). Signing story problems: Implications for instruction and assessment. Paper presented at the National Council of Teachers of Mathematics Eastern Regional Meeting, Somerset, NJ.

Ansell, E., & Pagliaro, C. (1999, November). Word problems with deaf students: Problem types and signed presentation. In-service Program Pennsylvania School for the Deaf, Philadelphia, PA.

Ansell, E., & Pagliaro, C. (1999, November). Cognitively Guided Instruction: Implications for practice. In-service Program Pennsylvania School for the Deaf, Philadelphia, PA.

Pagliaro, C. & Ansell, E. (1999, April). What’s the problem? Signing story problems in the deaf education classroom. Annual convention of the Council for Exceptional Children, Charlotte, NC. [Also presented at Seventh Annual meeting of the Pennsylvania Educators of Students who are Deaf and Hard of Hearing Convocation, Bloomsburg, PA, 1998, August]

Ansell, E. (1996, April). Improving the learning of mathematics and science for All students. Keynote address: WQED National Teacher Training Institute for Mathematics, Science and Technology. Pittsburgh, PA.

HONORS, AWARDS and FELLOWSHIPS

Keynote Speaker (1996) WQED Pittsburgh National Teacher Training Institute for Mathematics, Science, and Technology.

Project Assistant Merit Award (1992), School of Education, University of Wisconsin—Madison.

Membership, Sigma Xi Honor Society (1983), Swarthmore College

Camille and Henry Dreyfus Research Fellowship (1982), Swarthmore College

PROFESSIONAL ACTIVITIES

Review Panel Participant

The National Science foundation

REESE (2009)

Gender Equity in Mathematics, Science, Engineering and Technology (2000)

Editorial Panel

National Council of Teachers of Mathematics

Special Education and Mathematics Resource Handbook

Consultant

Grants

Cases of Reasoning and Proving (CORP), advisory board meeting [Peg Smith PI] (February, 2010)